K-12 Social Studies Training on Concept-Based Lesson Planning Day Two Region 6: NERESA Training Plymouth, North Carolina September 17-18, 2013 Please log onto the internet:

7/9/2016 page 2 A few agreements for our two days together:  Place electronic devices on vibrate or off  Participate fully  Limit side-bar conversations  Respectfully disagree Ground Rules

 A morning break around 10:30  Lunch at 12:00 noon  Afternoon break around 2:30

Overall Session Objectives  Identify the essential components in a conceptual lesson plan.  Understand the process of how to develop a concept-based lesson plan.  Use the essential components of a conceptual lesson plan to develop daily lessons based on a conceptual unit.

During This Session We Will …  Discuss the process of conceptual lesson planning.  Collaborate on planning a conceptual lesson based on a conceptual unit.

Concepts are…  Timeless  Universal  Transferable  Abstract and broad (to various degrees)  Examples share common attributes  Represented by 1-2 words

7/9/2016 page 7 Community Environment Citizenship Manifest Destiny Computer Age Great Depression Blackbeard Needs and Wants Lighthouses Migration My Neighborhood System Civil War Movement Concept vs. Topic? Table Talk: As a group, decide whether each term is a concept or a topic.

Helpful Guidelines To Remember When Writing Generalizations Full sentence statements, describing what, specifically, students should understand about the critical concepts in the lesson Guidelines: 1.No proper or personal nouns or pronouns 2.Use a present tense verb 3.Show a relationship between at least two concepts 4.Transferable idea that is supported by the factual content 5.Sometimes needs the use of a qualifier (often, can, may) 6.Think about the connections between and among concepts in the various strands from your web.

To Be or Not to Be… In the following slides, select whether each statement is a generalization or not. If the statement is a generalization, select “A;” but if not, select “B”

1.How does the environment change over time and what are the reasons for this change? A.Generalization B.Not a Generalization

2. Wartime bombing decreases resource availability. A.Generalization B.Not a Generalization

3. The physical environment of a region may be altered due to limited resources and human environment interaction. A.Generalization B.Not a Generalization

4. Great Britain’s implementation of naval and aeronautic technology changed the course of World War Two in favor of the Allies. A.Generalization B.Not a Generalization

Using some of the following concepts, create some generalizations on the index cards in front of you. PlaceReligionScarcity PoliticsChangeLocation ResourcesTradePower FreedomExpansionDiversity ExchangeConquestRights ResponsibilitiesCompromiseRevolution ReformCultureCommunity RegionsReactionWar

“Thinking classrooms requires thinking teachers.” H. Lynn Erickson Concept- Based Curriculum & Instruction for the Thinking Classroom

Let’s Take A Look At The Lesson Plan

The Lesson Planning Process, Part One 1.Sequence and chunk generalizations. 2.Copy guiding questions for selected generalization(s). 3.Identify content and skills necessary to arrive at generalization(s). 4.Assessment plan. 5.Extract learning experiences.

Sequence and Chunk the Generalizations

*1. The physical characteristics of a place shape the development of a civilization. 2. People may migrate to meet their basic needs. 3. Civilizations use, modify and adapt to their environments in order to meet their needs and wants. 4. People may use religion and philosophy to explain the ideas about human nature and the universe. 5. Competition for natural resources often causes conflict. 6. Innovation and/or technology can cause political, economic, social and/or cultural changes. 7. Cultural artifacts express the values and beliefs of a society. 8. Governmental structures are determined by the values and beliefs of a society. 9. Governments require citizens to fulfill certain roles and responsibilities. 10. Leaders with power and authority shape the course of history. 11. Leaders make economic choices that shape the quality of life of their citizens. 12. Regions often develop differently due to their distinctive physical, political and cultural characteristics.

Copy guiding questions for selected generalization(s)

Identify content and skills necessary to arrive at generalization(s)

Assessment Plan

Begin with the end in mind (KUD) and work toward assessing for understanding.  Identify the desired results (KUD – Know/Understand/Do).  Design meaningful performance tasks that meet critical KUD’s.  Develop effective criteria to evaluate the results. Assessing for Understanding

A Quality Performance Assessment Is…  Aligned with generalizations/essential understandings  Authentic/Scenario/Simulation based  Designed to offer students options  Evaluated against clear criteria

Performance Task [What] The Topic: As part of a research team creating a handbook of civilization and society, explore the connection between the rise of civilization and the physical characteristics of the environment. [Why] Generalization(s): The physical characteristics of a place shape the development of a civilization. People may migrate to meet their needs. [How] Student Performance: In order to contribute to a new book on civilization and society, explore one of a number of civilizations that arose in North Africa, the Fertile Crescent, or the Indian subcontinent, in collaboration with your research group and using a series of questions to guide your exploration. Complete a chart that organizes your findings. Connect what you find to the 5 themes of geography, developing questions concerning your civilization that may be asked through each of the 5 lenses of social science. Craft a timeline that highlights key events in your civilization’s history and geography and a map that illustrates why your civilization may have arisen in the location that it did.

Extract learning experiences.

Planning The Learning Experiences Learning Experiences:  Are developed after you have designed the performance task.  Are the content, understandings and skills students will need to learn in order to effectively complete the performance task.  Require student engagement/involvement. Plan backwards and teach forward!

Reflection  How does this process differ from the traditional lesson planning process so far?  Think about what we experienced yesterday. How does it reflect this process?

The Lesson Planning Process, Cont’d 6. Determine the instructional strategies appropriate for your students based on your decisions for the learning experiences and assessments. 7. Determine time, materials, and resources which will be needed to deliver this lesson. 8.Decide on a what you want to entitle this lesson and write a brief overview. (Remember, this is not a linear process. Therefore, you may always go back and make revisions.) 9. Based on the learning objectives you have written in student friendly language determine your learning targets. (Keep in mind you are basing these decisions upon the identified skills and factual content.)

Your Turn!  Using your own units or units that can be provided to you, collaborate with your peers to craft a conceptual lesson plan using the process that we have explored.  Facilitators will be sitting in and rotating through!  Expect to share what you have developed so far around 2:30!

Follow up  We want to continue our relationship with you!  Expect a follow up contact in the near future to see how you have used what you gained from this two day session!

Closing Thoughts  Please share your thought with us by filling out the Post Assessment  The link can be found on the Social Studies Wiki

Day One Exit Ticket Please complete the survey prior to leaving the session.